Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

Erin A. Jant; David H. Uttal; Robert Kolvoord; Katherine James; Camille Msall

doi:10.1080/00221341.2019.1676819

Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

Erin A. Jant^*, David H. Uttal, Robert Kolvoord, Katherine James, Camille Msall

^*Corresponding author for this work

Psychology

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

Geospatial technologies, such as geographic information systems (GIS), remote sensing, and GPS have been used in a variety of educational settings to help improve student learning. A sample of 53 high school seniors was recruited from the Geospatial Semester (GSS), a course that emphasizes the use of GIS for problem-solving and students in AP Physics and AP History served as a comparison. GSS students’ spatial thinking and problem solving improved across the school year in contrast to Comparison Group. Results suggest that GIS-based instruction can be used to enhance students’ use of spatial reasoning when solving STEM-relevant problems.

Original language	English (US)
Pages (from-to)	22-31
Number of pages	10
Journal	Journal of Geography
Volume	119
Issue number	1
DOIs	https://doi.org/10.1080/00221341.2019.1676819
State	Published - Jan 2 2020

Funding

This work was supported by the Spatial Intelligence and Learning Center (National Science Foundation Grant SBE0541957).

Keywords

Education
STEM
geographic information systems
problem solving
spatial thinking

ASJC Scopus subject areas

Geography, Planning and Development
Education
Earth-Surface Processes

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10.1080/00221341.2019.1676819

Cite this

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abstract = "Geospatial technologies, such as geographic information systems (GIS), remote sensing, and GPS have been used in a variety of educational settings to help improve student learning. A sample of 53 high school seniors was recruited from the Geospatial Semester (GSS), a course that emphasizes the use of GIS for problem-solving and students in AP Physics and AP History served as a comparison. GSS students{\textquoteright} spatial thinking and problem solving improved across the school year in contrast to Comparison Group. Results suggest that GIS-based instruction can be used to enhance students{\textquoteright} use of spatial reasoning when solving STEM-relevant problems.",

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Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

Abstract

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Keywords

ASJC Scopus subject areas

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